This paper is based on the author???s master???s thesis completed at the University of
Georgia under the direction of Jeremy Kilpatrick. Many thanks to Jeremy Kilpatrick,
Dan Chazan, Patricio Herbst, Edward Silver, Jack Smith, and two anonymous reviewers for comments to previous versions of the paper.; To study the roles that the graphing calculator plays in solving problems about functions, a small quasi-experimental study was conducted with four pairs of undergraduate students solving problems with and without the graphing calculator. The analysis of the protocols of the sessions did not reveal major differences that could be attributed to the presence or absence of the tool but indicated differences in strategies used with each problem that could be explained in terms of the nature of the knowledge at stake and to students??? availability of that knowledge. The study suggests a model for conducting research that looks for explaining the effects of technology in learning and instruction.; Con el fin de analizar el papel que la calculadora gr??fica juega en la resoluci??n de problemas sobre funciones, se hizo un peque??o estudio cuasi-experimental con cuatro pares de estudiantes de pre-grado variando la condici??n de la disponibilidad de la calculadora. El an??lisis de los protocolos de las sesiones revela que no hay mayores diferencias que se puedan atribuir a la presencia o ausencia de la calculadora gr??fica; sin embargo...

We present the main features of a study that explored the learning processes of a group of preservice mathematics teachers in a methods course. We discuss the implications of using the communities of practice perspective in designing and developing teacher training programs.; En este estudio exploramos los procesos de aprendizaje de un grupo de futuros profesores de matem??ticas en una asignatura de formaci??n inicial. Discutimos las implicaciones de utilizar la perspectiva de las comunidades de pr??ctica para el dise??o y desarrollo de planes de formaci??n de profesores.

We wish to thank David Reid for his remarks on a previous version of this paper.; We present an analysis of the inductive reasoning of twelve Spanish secondary students in a mathematical problem-solving context. Students were interviewed while they worked on two different problems. Based on Polya??s steps and Reid???s stages for a process of inductive reasoning, we propose a more precise categorization for analyzing this kind of reasoning in our particular context. In this paper we present some results of a wider investigation (Ca??adas, 2002).; Presentamos un an??lisis del razonamiento inductivo de doce estudiantes de educaci??n secundaria en un contexto de resoluci??n de problemas matem??ticos. Los estudiantes fueron entrevistados mientras trabajaban en dos problemas diferentes. Bas??ndonos en los pasos considerados por P??lya y Reid para un proceso de razonamiento inductivo, proponemos una categorizaci??n m??s precisa para analizar este tipo de razonamiento en nuestro contexto particular. En este documento presentamos algunos resultados de una investigaci??n m??s amplia (Ca??adas, 2002).

Este trabajo se propone explicar, con una nueva mirada, a las maestras de la Espa??a de entre siglos, como fuentes de conocimiento intelectual, desarrollo y cambio social, a pesar de la autoridad negada. Para ello se analiza la difusi??n de su pensamiento como fortalecedora de una conciencia colectiva que tuvo su primera expresi??n en un feminismo social que persegu??a una mayor dignificaci??n de las mujeres y demandaba mayor educaci??n y, una segunda, en la reivindicaci??n del voto por el feminismo sufragista.; This paper proposes to explain, using a new approach, schoolmistresses in Spain at the turn of the century, as sources of intellectual knowledge, development and social change, in spite of the authority denied them. In order to do this we analyse the spreading of thought as the backbone of a collective conscience that became noticeable firstly in a social feminism that pursued a greater dignification of women and demanded more education and, secondly, in the vindication of the right to vote by suffragist feminism.